Future music educators\u27 vision and personal competences

Budući glazbeni pedagozi koji se osposobljavaju za rad u razredu na raznim odgojno obrazovnim ustanovama – osnovnoj, srednjoj i glazbenoj školi, upisuju se na studij Glazbene pedagogije vjerojatno pod pretpostavkom da se tim pozivom žele baviti. Međutim, među studentima je skoro trećina pojedinaca koji bi radije studirali na umjetničkim akademijama, ali su se za studij Glazbene pedagogije odlučili jer nisu ispunjavali uvjete za upis na navedene ustanove. Istraživanjem smo ustanovili da bi većina tih studenata najradije poučavala u glazbenim školama, iako među njima i onim studentima kojima je studij glazbene pedagogije bio prvi izbor, nema bitnih razlika u drugim aspektima istraživanja poput ocjena kvalitete studija i studijskih očekivanja, želja za studiranjem i drugog glazbenog smjera i samoanalize crta ličnosti. Pozitivne tvrdnje kod prije spomenutih aspekata istraživanja su u obje skupine studenata bile uglavnom označene kao u potpunosti se slažem i slažem se. Možemo zaključiti da se za pedagoško zvanje pripremaju studenti koji visoko vrednuju svoje osobne kompetencije za obavljanje pedagoške struke te da Odjel za glazbenu pedagogiju na Pedagoškom fakultetu u Mariboru vide kao uspješnu i kvalitetnu obrazovnu ustanovu koja ispunjava njihova očekivanja. Ipak, problem predstavlja vizija rada u osnovnim i srednjim školama, budući da su studenti sve svjesniji stresnih okolnosti kod učitelja, učenika i roditelja te nedostatne spremnosti za rad u nepredvidivim situacijama.Future music educators qualifying for work in class at different educational institutions – in primary, secondary and music school should enrol at Music Pedagogics study on the premise they really like to work in this profession. However, almost a third of students would rather study at art academies and have decided for study of Music Pedagogics as they didn’t meet the conditions of enrolment to the aforementioned institutions. The research has proved that the majority of these students would like to teach best at music schools, however, at other aspects of the research, they do not basically differ from students who took music pedagogics as their primary choice: at their estimation of the quality of the study programme and their expectations related to study, at their wish for study at another music course as well as at self-analysis of personal traits. Positive statements at aforementioned aspects of the research have been mostly marked as it’s true indeed and it’s true. We can conclude that future music educators highly estimate their own personal competences for teaching and evaluate Music Pedagogics Department at Faculty of Education Maribor as a successful and quality educational establishment that meets their expectations. However, the issue is the vision of work at primary and secondary schools since students are aware of increasingly stressful conditions among teachers, students and their parents and also the lack of work enthusiasm in unpredictable situations